The content of medical education knowledge transfer is compounded as medical breakthroughs constantly impact treatment, and new diseases are discovered at an increasingly rapid pace. While much of the knowledge transfer remains unchanged throughout the generations, there are unique hallmarks to this generation’s education, ranging from the impact of technology on learning formats to the use of standardized patients and virtual reality in the classroom. The Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education is an essential reference source that focuses on key considerations in medical curriculum and content delivery and features new methods of knowledge and skill transfer. Featuring research on topics such as the generational workforce, medical accreditation, and professional development, this book is ideally designed for teachers, physicians, learning practitioners, IT consultants, higher education faculty, instructional designers, school administrators, researchers, academicians, and medical students seeking coverage on major and high-profile issues in medical education.

The content of medical education knowledge transfer is compounded as medical breakthroughs constantly impact treatment, and new diseases are discovered at an increasingly rapid pace. While much of the knowledge transfer remains unchanged throughout the generations, there are unique hallmarks to this generation's education, ranging from the impact of technology on learning formats to the use of standardized patients and virtual reality in the classroom. The Handbook of Research on the Efficacy of Training Programs and Systems in Medical Education is an essential reference source that focuses on key considerations in medical curriculum and content delivery and features new methods of knowledge and skill transfer. Featuring research on topics such as the generational workforce, medical accreditation, and professional development, this book is ideally designed for teachers, physicians, learning practitioners, IT consultants, higher education faculty, instructional designers, school administrators, researchers, academicians, and medical students seeking coverage on major and high-profile issues in medical education.

The outbreak of the Coronavirus in early 2020 resulted in unprecedented changes to health professions education. The pervasive stay-at-home orders resulted in faculty, who were trained for preparing the next generation of health professionals in a traditional learning environment, throwing out their lesson plans and starting anew. New approaches to teaching and learning were created quickly, and without the typical extensive planning, which introduced several challenges. However, lessons learned from these approaches have also resulted in increased technology adoption, innovative assessment strategies, and increased creativity in the learning environment. The Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives explores the various teaching and learning strategies utilized during the pandemic and the innovative approaches implemented to evaluate student learning outcomes and best practices in non-traditional academic situations and environments. The chapters focus specifically on lessons learned and best practices in health professions education and the innovative and exciting changes that occurred particularly with the adoption and implementation of technology. It provides resources and strategies that can be implemented into the current educational environments and into the future. This book is ideal for inservice and preservice teachers, administrators, teacher educators, practitioners, medical trainers, medical professionals, researchers, academicians, and students interested in curriculum, course design, development of policies and procedures within academic programs, and the identification of best practices in health professions education.

There is increasing attention placed on curricular programs in healthcare at the undergraduate, graduate, and continuing medical education levels. While medical institutions are beginning to hire instructional designers and medical educators to ensure adherence to instructional design principles, many medical educators have been appointed to lead instructional interventions based on their subject-matter expertise. Few have received formal instruction relative to designing instruction. Cases on Instructional Design and Performance Outcomes in Medical Education is an essential research publication that examines the design and delivery of education programs for healthcare professionals and provides them with the foundational knowledge needed to design effective instruction for a variety of audiences and learning contexts. Highlighting a wide range of topics such as healthcare, medical education, and online learning, this book is ideal for educators, physicians, nurses, allied health professionals, and academicians who are responsible for designing instructional activities.

GEOFF NORMAN McMaster University, Hamilton, Canada CEES VAN DER VLEUTEN University of Maastricht, Netherlands DA VID NEWBLE University of Sheffield, England The International Handbook of Research in Medical Education is a review of current research findings and contemporary issues in health sciences education. The orientation is toward research evidence as a basis for informing policy and practice in education. Although most of the research findings have accrued from the study of medical education, the handbook will be useful to teachers and researchers in all health professions and others concerned with professional education. The handbook comprises 33 chapters organized into six sections: Research Traditions, Learning, The Educational Continuum, Instructional Strategies, Assessment, and Implementing the Curriculum. The research orientation of the handbook will make the book an invaluable resource to researchers and scholars, and should help practitioners to identify research to place their educational decisions on a sound empirical footing. THE FIELD OF RESEARCH IN MEDICAL EDUCAnON The discipline of medical education began in North America more than thirty years ago with the founding of the first office in medical education at Buffalo, New York, by George Miller in the early 1960s. Soon after, large offices were established in medical schools in Chicago (University of Illinois), Los Angeles (University of Southern California) and Lansing (Michigan State University). All these first generation offices mounted master's level programs in medical education, and many of their graduates went on to found offices at other schools.

"This book provides information on different styles of instructional design methodologies, tips, and strategies on how to use technology to facilitate active learning and techniques to help faculty and researchers develop online instructional and teaching materials. It enables libraries to provide a foundational reference for researchers, educators, administrators, and others in the context of instructional systems and technology"--Provided by publisher.

To meet the dynamic academic demands of twenty-first century digital learners, many institutions of higher learning are offering more online classes than ever before that are accessible to both traditional and non-traditional learners. As such, a growing demand for online courses implies that participating institutions provide faculty with appropriate professional development programs to ensure the design and delivery of quality online courses. The Handbook of Research on Virtual Training and Mentoring of Online Instructors is a critical scholarly resource that highlights the issues, challenges, and online engagement experiences to enhance effective teaching and learning in this learning environment. Featuring coverage on a broad range of topics such as media literacy, professional development, and virtual learning environments, this book is geared towards educational administrators, educators, and instructional designers interested in quality online instruction.